Do children's nursing students feel well supported by learning resources?
Mostly yes. In the National Student Survey (NSS), comments about learning resources are predominantly positive, with 67.7% positive and a sentiment index of +33.6. In children's nursing, resource issues feature far less than placement logistics, with only 1.0% of comments focused on resources while placements dominate at 25.2%. However, an accessibility gap persists across the sector, with disabled students’ tone trailing by −7.4 points. Taken together, these patterns set the frame for children’s nursing: resource provision needs to be dependable, accessible and aligned to a placement‑heavy curriculum so students can study efficiently and practise safely.
What do students say about learning resource availability?
Provision broadly works for most students, especially where libraries, online reading lists, lecture materials and ePad tools are aligned to module outcomes. Children’s nursing students value a mix of core texts, high‑quality online materials and simulation kit that link theory to practice. Programmes that audit capacity and access ahead of term and keep specialist items available at the point of need reduce friction when cohorts rotate through skills labs and placements.
How does the online learning experience support study alongside placements?
Students use platforms such as Canvas, Blackboard and Zoom to catch up on recorded teaching, revise before assessments and stay engaged while on shift patterns. The most effective practice blends concise online content with timely face‑to‑face skills sessions. Remote learning sentiment in children’s nursing tends to dip when expectations are unclear or when online materials are hard to find. Short, structured repositories, quick‑start guides and resource readiness checks before each placement block keep momentum.
Are resources up to date and accessible for everyone?
Outdated texts and variable access to equipment undermine confidence in applying current paediatric practice. Programmes that prioritise up‑to‑date reading lists, negotiate strong digital access with publishers and keep simulation equipment maintained see fewer complaints. The sector’s accessibility gap requires concrete actions: provide alternative formats by default, make assistive routes explicit on reading lists and booking systems, and track fixes so students see barriers removed. Specific Learning Difficulties support, integrated into resource use rather than bolted on, helps students plan study around clinical hours.
Do communication and support systems help students use resources?
Predictable, joined‑up communication makes the difference in a timetable shaped by placements. Students want a single source of truth for changes across the VLE, app and email, named owners for timetabling and course organisation, and short regular updates. When staff respond quickly and personal tutors signpost resources at the right time, students navigate libraries, online content and skills spaces with less stress.
What concerns do students raise about their learning experience?
Where clinical skills teaching feels repetitive, it often signals gaps in the range or application of learning materials rather than student fatigue. Assessment and feedback issues also surface: students struggle when marking criteria are opaque and feedback does not explain next steps. Clear rubrics, exemplars aligned to assessment briefs and realistic turnaround times help students connect resources to performance.
What do case studies and student testimonials reveal?
Students report higher confidence when e‑learning modules, virtual simulations and well‑curated reading packs map directly to paediatric scenarios they meet on placement. Testimonials repeatedly point to recorded micro‑lectures linked to practical tasks, consistent signposting, and timely access to kit as the features that lift learning. Where resources are scattered or outdated, motivation drops and repetition creeps in.
What should programmes do next?
- Close the accessibility gap: audit systems and spaces, provide alternative formats by default, and publish progress on fixes.
- Transfer what works for mature and part‑time learners to the wider cohort: extend access windows, simplify signposting and use concise quick‑start guides each term.
- Treat placements as a designed service: confirm arrangements early, communicate changes promptly and align resource availability to placement blocks.
- Make assessment criteria and feedback unambiguous: share check‑list style rubrics and exemplars so students can use resources to target improvement.
- Run resource readiness checks before high‑demand periods: verify availability and compatibility of specialist software, labs and equipment, with a named owner who closes the loop to students.
How Student Voice Analytics helps you
- Turn NSS open‑text into actionable priorities for children’s nursing and the wider faculty, with drill‑downs by cohort, site and year.
- Compare like‑for‑like across subject areas and demographics, so you can evidence whether changes improve sentiment for disabled, full‑time or younger students.
- Track movement over time, generate concise summaries for programme and service teams, and keep everyone aligned on where to act next.
Book a Student Voice Analytics demo
See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and standards and NSS requirements.
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